Discipline Case Study Flowchart Coursework Example

Student’s Name
Instructor’s Name
Course
Date Disciplinary Action Case Study

2190751000125IDEA protected student violates the school code of conduct
00IDEA protected student violates the school code of conduct
Disciplinary Action Case Study
Part 1: Flow Chart for Disciplinary Path
228600160019Disciplinary Action: Removal for 11 or more successive days for current misconduct
00

Disciplinary Action: Removal for 11 or more successive days for current misconduct

2724150275590

79057587630Removal is a modification in placement.
00Removal is a modification in placement.

273367595250333375260985Inform the parent of the predetermined placement change for disciplinary reasons plus procedural safeguards as prescribed under IDEA. Disciplinary team determines suitable FAPE services 34 CFR § 300.530
00Inform the parent of the predetermined placement change for disciplinary reasons plus procedural safeguards as prescribed under IDEA. Disciplinary team determines suitable FAPE services 34 CFR § 300.530

2781300203835
2286005715Manifestation Determination: Does the misconduct result from the student’s disability?
00Manifestation Determination: Does the misconduct result from the student’s disability?

1057275188595003990975188595
2962275175895Misconduct does not result from the student’s disability.
00Misconduct does not result from the student’s disability.

66676200025Misconduct results from the student’s disability
00Misconduct results from the student’s disability
YES NO
40195502692404010025250190
100965061595294322593980Apply appropriate disciplinary actions in the same way and for the same period as normal students
00Apply appropriate disciplinary actions in the same way and for the same period as normal students
76200213995IEP ineffective and should be modified or replaced immediately with a new correction program
00IEP ineffective and should be modified or replaced immediately with a new correction program

9810752286002686050151130IEP Team defines the necessary FAPE services while allowing the student to continue participating in the curriculum and advance toward achieving IEP goals.
00IEP Team defines the necessary FAPE services while allowing the student to continue participating in the curriculum and advance toward achieving IEP goals.
40671758255
8572519686Perform functional behavioral assessments and come up with a plan to implement behavioral medications or changes
00Perform functional behavioral assessments and come up with a plan to implement behavioral medications or changes

4086225240665
89535018669095250347344Return student to placement unless the parent and the district decide otherwise. If the case is determined otherwise, the hearing officer can either order the removal of special consideration or new placement if necessary.
00Return student to placement unless the parent and the district decide otherwise. If the case is determined otherwise, the hearing officer can either order the removal of special consideration or new placement if necessary.
283845036830Conduct an appropriate behavioral Assessment to correct and modify the student’s behavior
00Conduct an appropriate behavioral Assessment to correct and modify the student’s behavior

4067175381002847975189230The student is either lawfully expelled or returned to placement upon the expiry of the disciplinary duration unless school and parent agree otherwise.
00The student is either lawfully expelled or returned to placement upon the expiry of the disciplinary duration unless school and parent agree otherwise.

The flowchart above shows possible discipline paths following manifestations determination that Paulina’s misconduct (1) was as a result of her disability and (2) was not the result of her disability
Part 2: Analysis
Paulina has a language impairment, and this qualifies her to be categorized under students with a disability (or special needs). All students with disability fall under the protection of Individuals with Disabilities Education Act. However, this only happens after it has been proven that such students qualify for special education and their schools are equally aware of their disability (Ryan et al. 135). Paulina’s case is not different. She is under an Individualized Education Program, of which the school seems to be quite aware. Paulina’s IEP recommends that she should ride the “general education” bus. This indication implies that if Paulina’s transportation is changed to a special one, there is a likelihood that her condition may be exacerbated.
According to Rothstein and Scott, law categorizes such disciplinary action as seclusion or restraint (Rothstein and Scott 2). Therefore, in determining the legal issues relating to changing Paulina’s transportation, the court will decide if the disciplinary action infringes Paulina’s constitutional rights or exacerbated her condition (Ryan et al. 132). Essentially, these may include the Fourth and Fourteenth Amendment rights under the IDEA. The change in Paulina’s transportation can be legally justifiable if it is not excessively intrusive considering Paulina age and medical condition (or linguistic disability). Conversely, that seems not to be the situation in Paulina’s case. The change contravenes legal grounds of decision; therefore, changing Paulina’s transportation is an unjustifiable response to her conduct.
Additionally, if it is true that Paulina’s misconduct was a result of her disability, expulsion from riding the school bus was an inappropriate action under the law (Yell et al. 1). The school administration should not have expelled her for misconduct. The 11 days or more removal was sufficient. During this period, nevertheless, the administration in collaboration with designated handlers of Paulina’ case should examine if the IEP was functional. If not, then, they should replace with an effective Individual Education Program.

Works Cited
Rothstein, Laura, and Scott F. Johnson. Special education law. Sage, 2009.
Ryan, Joseph B., et al. “IDEA 2004 and disciplining students with disabilities.” NASSP Bulletin 91.2 (2007): 130-140.
Yell, Mitchell L., et al. “Disciplining Students with Disabilities.” Focus on Exceptional Children, vol. 33, no. 9, May 2001, p. 1.